PRESERVICE TEACHERS MEANING-MAKING IN SCIENCE INSTRUCTION - A CASE-STUDY IN MANITOBA

In this Manitoba study, a teacher educator and her preservice teachers collaboratively analysed a qualitatively different way of teaching an d learning science-an approach rooted in the constructivist framework. In attempts to practise a constructivist approach in the practicum se tting, the preservice teachers identified seven significant issues: (a ) the connection between children's conceptions and curriculum objecti ves; (b) the influence of children's conceptions on teacher-proof less on planning; (c) teacher content knowledge: discomfort or comfort; (d) teacher power; (e) the consequences of conceptual conflict; (f) the n otion of infinite expressions and finite conceptualizations; and (g) t ension between personal knowledge and academic knowledge. The two impe ratives for helping preservice teachers to see a qualitatively differe nt way of teaching and learning science were: (a) the teacher educator and the preservice teacher working in a collaborative action research mode; and (b) the preservice teacher researching into his/her own stu dents' ideas of a science concept. A third imperative was also identif ied in this study: the co-operating teacher becoming a partner in the collaborative enterprise to develop a shared understanding about scien ce teaching. 'Conceptual unity: holding a shared understanding' and 'c onceptual freedom: risk taking' were guiding principles of a preservic e teacher and teacher educator collaborative exploration.